Years 3 to 5

In Years 3 to 5 at Northern Bay College, our students continue to be the centre of all that we do. Our students are given the opportunity to learn in flexible settings based on the key learning areas in programs that are developed from the Victorian Curriculum. Literacy and numeracy continue to be a key focus and the inquiry approach for our integrated curriculum empowers our students to research meaningful concepts and ideas. This approach helps to build understandings and learning skills for life.

The program at Northern Bay College aims to develop students' ability gain emotional health and personal resilience as well as strengthening relationships with members of the community beyond peers. We look for them to question and problem solve, take responsibility for actions and support good, informed decision making.

  • Literacy and numeracy continue to be a focus across these years of schooling. increasingly, literacy skills are central to other learning areas. Development of specific mathematical skills and knowledge continues and is applied in other curriculum areas.
  • Grammar and language, more complex punctuation, clause and sentence structures, textual purposes and patterns are introduced during this stage of schooling, as are skills for classifying word, sentence and text structure. Students engage with different forms (narrative, prose, plays and film) and purposes of written and spoken language to increase their creativity and comprehension.
  • Number, patterns and relationships, measurement and geometry, and statistics also has the introduction of fractions and decimals. While active and concrete learning is still important there is, there is an increasing use of models, pictures and symbols to represent and communicate mathematical ideas.
  • Science becomes an area of learning through investigations and the Humanities draw on students’ growing experience of community and further understanding of the wider world looking also at past as well as present events.
  • We move into areas of more specialised movement skills, structured games, fitness and challenge and adventure activities in Health and Physical Education curriculum. This also helps understanding of and valuing diversity, challenging stereotypes, managing change and negotiating roles and responsibilities.
  • The Arts curriculum across dance, drama, media arts, music and visual arts now looks towards specific skills and techniques, and uses these in the production of artworks, including performance. The Arts in the these years encourages links with local artworks and performance opportunities.
  • Years 3–5 Design and Technologies becomes important and includes concepts such as sustainability and future use. In Digital Technologies, we increase understanding of data, digital systems and their interactions; and computational thinking skills.
  • Through classes in Indonesian students begin to translate and interpret familiar and unfamiliar texts, to analyse how a language works and to understand the dynamic relationship that exists between communication, culture and context.